Presentation for the Statewide Leadership Convening

Child Welfare/Mental Health
Learning Collaborative
First Statewide Leadership Convening
Sacramento, CA
October 28th, 2013
Building Child Welfare and Mental Health Partnerships to Improve Well-Being
Agenda for Today
Welcome by CDSS and DHCS
Overview of Core Practice Model foundations
and components
The Learning Collaborative: Participants,
Roles, Structure, Goals and Values
Key findings from the Readiness Assessments
and Service Delivery Plans
Report on Semi-Annual Progress Reports
Agenda for Today (Cont.)
Keynote Address: Dr. John Stirling
Beginning and/or Continuing Regional Work
(Breakout Sessions)
Synthesis of the Breakouts: Identifying
Statewide Themes and Technical
Assistance/Training Needs
Welcome and Charge for
Pete Cervinka & Mary Sheppard
Dina Kokkos-Gonzales & Troy Konarski
Vision of the Katie A. Core Practice
 Improve the safety, stability, well-being, and
permanency of our children, youth, and families
 Application of the Core Practice Model will create a
process by which communication is strength-based,
culturally competent, collaborative, empowering, and
goal-focused. This model will result in the use of timely,
effective services in the most natural setting possible in
order to achieve each child, youth, and family’s
individualized goals.
Values and Principles of Core Practice
 Children are first and foremost protected from abuse
and neglect, and maintained safely in their homes
 Services are needs driven, strength-based, and family
focused from the first conversation with or about the
 Services are individualized and tailored to the strengths
and needs of each child and family
 Services are delivered through a multi-agency
collaborative approach that is grounded in a strong
community base
Values and Principles of Core Practice
Model (Cont.)
 Parent/Family voice, choice, and preference are
assured throughout the process
 Services incorporate a blend of formal and informal
resources designed to assist families with successful
transitions that ensure long-term success
 Services are culturally competent and respectful of the
culture of children and their families
 Services and supports are provided in the child and
family's community
 Children have permanency and stability in their living
A Charge to Collaborate:
 It’s about changing
practice within and across
both child welfare and
mental health systems so
that the work we do is
integrated and
collaborative among
children, families,
administrations and
service providers in both
mental health and child
 It’s about joint
responsibility and
accountability for
outcomes for child welfare
children and families
 It’s about collaboratively
planning, developing
and implementing
policies and practices, as
well as services, that are
guided by the Katie A
values and principles,
and developed and
endorsed by both
systems as well as by
families and children
 It’s about moving from
working with children and
families in an individual
system, agency or
practice to working within
a team environment.
 It’s about delivering all the
services we provide, both
current and new Katie A
services, within a
collaborative model.
 It’s about always working
as part of a cross-agency
team of people when
children and families
need any services from
both systems, whether
they are current or new
Katie A services.
How we will get there. . .
Participants, Roles, Structure, Goals and Values of
the Learning Collaborative
Learning Collaborative Goals
 Create an environment for shared learning within and
amongst county child welfare and mental health
agencies and their key partners.
 Facilitate peer-to-peer learning
 Identify shared needs and solutions to meet those needs
 Connect counties to experts in other counties and in the
Learning Collaborative Goals (Cont.)
Provide Implementation Teams with work time to
establish and refine work plans with goals,
actions, and a timeline
Provide new knowledge and skills related to
collaboration and the CPM that empower local
county implementation to do the work
Identify training needs for line staff, supervisors
and community partners
Learning Collaborative: Structure and
 A 3-tiered structure is designed to facilitate
implementation at the local, regional and statewide
Tier 1: Statewide Leadership Team
Tier 2: Regional Learning Sessions
Tier 3: Local Implementation Teams
Tier 1: Statewide Leadership Team: US!
State & County Leaders in Child Welfare & Mental Health;
State-level Stakeholders; Training Partners; Subject Experts
 Articulate state-level priorities for the LC
 Guide the planning of the LC process
 Share regional perspectives with the state
 Identify common barriers to implementation around the
state, in order to generate solutions
Tier 1: Statewide Leadership Team
 Identify needed resources and supports for training and
implementation across the state
 Identify training and implementation tools to assist with
statewide implementation
 Establish a communication plan that coordinates
statewide and county-level training implementation
 Establish a plan for data collection
Tier 1: Statewide Leadership Team
Today’s Objectives:
 Learn about common themes that counties identified as
part of their Katie A. Readiness Assessments and Service
Delivery Plans including the identification of common
barriers to implementation
 Begin (or continue) your regional planning process,
including identifying themes, barriers and needs that
may be common across regions
 Share regional perspectives with the state
 Articulate state-level priorities for the LC
Tier 2: Regional Learning Sessions
 Regional events and activities facilitated by the
Regional Training Academies, with assistance by content
experts, CDSS and DHCS representatives, and key
 Role:
Guide local implementation teams
Identify barriers to implementation and possible
Share regional resources, tools and ideas
Identify areas that may benefit from statewide
training or technical assistance, and communicate
them to the Statewide Leadership Team.
Tier 3: Local County Implementation
 Cross-agency, cross-system teams with multi-level county
staff, tribes, parent/youth reps and other stakeholders
identified by the county
 Role:
 Guide county implementation of new practice philosophy
and services.
 Identify county-level barriers to implementation and
potential solutions.
 Determine county-specific training and technical
assistance needs.
 Identify areas of inquiry for the Regional Learning Sessions.
Sequencing of the LC process
 1st Statewide Leadership Team Oct 28th, 2013
 Regional Learning sessions occur Dec 2013 – February
 Regional Learning sessions occur March 2014 – June
 2nd Statewide Leadership Team July, 2014
 Regional Learning sessions occur Oct 2014 – Feb 2015
 3rd Statewide Leadership Team between Feb – April 2015
The Learning Collaborative
Participants and Roles
Initial county cohort by region –
WELCOME teams!
Santa Cruz
Los Angeles Glenn
San Luis
San Diego
Roles: Initial Cohort Counties
 Form a Leadership Team to guide statewide
implementation and participate in the Statewide
Leadership Team
 Participate in Regional Learning Sessions to guide
regional implementation
 Form a county-level Implementation Team to guide
local implementation and to direct and monitor training
and implementation efforts
County Implementation Teams
 Comprised of a broad – based membership from the
fields of child welfare and mental health, with
collaborators such as:
 Training and facilitation partners (e.g., RTAs, Chadwick);
 Stakeholders (e.g., parents, youth, and Tribal representatives);
 Subject matter experts (e.g., Implementation Science, Collective
Impact; trauma-informed practice); and
 Fiscal and legal consultants
Roles: CDSS and DHCS
 Provide leadership, assistance, and coordination with other State agencies
to support local collaboration and full implementation of the CPM, ICC and
 Accountable for implementation of the CPM, ICC, IHBS and TFC as
identified by the Katie A. settlement agreement and the court-approved
implementation plan
 Identify emerging themes of implementation reports provided to the State
in order to pinpoint areas of promising practice, training and technical
assistance needs, and peer-to-peer learning opportunities.
 Provide guidance on resource allocation and other strategies for the
entities supporting the LC.
 Identify and facilitate stakeholder involvement in the Statewide Leadership
Team and other applicable LC activities
 Support communication of statewide implementation of promising
practices that emerge from LC activities.
Roles: Tribal, parent and youth
Statewide-level Representatives
 Participate in the planning and implementation of the Statewide
Leadership Team events
 Provide a perspective from the Tribes, parent partners, and youth
Regional-level Representatives
 Participate in Regional Learning Sessions to guide regional
implementation and provide a stakeholder perspective
 Participate as available in local implementation teams to provide a
stakeholder perspective
Roles: California Social Work Education
Center (CalSWEC)
 Lead and coordinate the Inter-Disciplinary Subcommittee that will review
training products and tools to support the Learning Collaborative
 Collaboratively plan, coordinate and facilitate the Statewide Leadership
 Develop tools and guides to assist in the implementation of the Regional
Learning Sessions
 Design and coordinate a communications system to share information and
ideas across the state, regional and local levels
 Establish a web-based method to share tools, activities and products
produced by the Learning Collaborative to share with additional counties
 Coordinate Learning Collaborative activities with mental health training
partners and other stakeholders
Roles: Regional Training Academies
 Coordinate, plan and facilitate Regional Learning Sessions
 Collect, analyze and report on the needs of the counties in their
 Identify and develop a plan to meet the needs of the counties in
their region, given available resources
 Provide technical assistance to accomplish LC goals
 Develop a ‘feedback loop’ to the State and other counties that are
not participating in the LC
 Identify and develop a plan to provide training tools and curricula
to support implementation and share these with CalSWEC and
other RTAs
 Coordinate with other RTAs to ensure consistency across the state
Roles: California Institute of Mental
Health (CiMH)
 Participate in the statewide planning process
 Develop/endorse training materials in collaboration with STEC and
statewide agencies
 Provide four webinars on topics related to successful Katie A.
Settlement services and implementation
 Develop resources to ensure the inclusion of mental health
promising practices in the activities and goals of the LC
Roles: Chadwick Center, Rady
Children’s Hospital, San Diego
 Participate as faculty members on the Statewide Leadership Team
 Provide assistance and support to CalSWEC through the LC process
 Consult with LC counties and regions regarding CWS/MH
collaboration, evidence based practices, implementation science,
screening, assessment, treatment, and trauma-informed child
welfare practice
 Assist in the development of tools and resources to support the LC
at the state and regional levels
 Research and prepare option papers and other decision-making
tools regarding screening, assessment and trauma-informed
Roles: Child and Family Policy Institute
of California (CFPIC)
 Participate as faculty focused on CWS/MH collaboration for the
Statewide Leadership Team
 Guide the planning and implementation of the LC process
 Assist with the development of training and implementation tools
related to CWS/MH collaboration
 Consult with LC counties and regions on issues of CWS/MH
 Provide fiscal support for training and implementation tools, with
assistance from Zellerbach Family Foundation
Roles: Resource Center for Family
Focused Practice (RCFFP)
 Provide support through webinars and informational bulletins to
counties that are not participating in the LC
 Provide training tools and curricula to support implementation
 Provide support to any county or other RTAs for implementation of
the Katie A. Core Practice Model
 Coordinate with other RTAs to ensure consistency across the state
Table introductions & expectations for
the Learning Collaborative
 Why did your county decide to participate in this
Learning Collaborative?
 What do you hope to get out of the Learning
Collaborative process?
 What do you hope to learn and accomplish today?
What we know so far…
Key findings from the Readiness Assessments & Service Delivery Plans
Status of the County Progress Reports
Key findings from the Readiness
Assessments and Service Delivery Plans
County Semi-Annual Progress
 Forty-seven counties have submitted Semi-Annual Progress Reports
 CDSS and DHCS will jointly synthesize the information contained in the
reports and identify areas of concern and promising practices
 That information will then be utilized to inform and guide technical
assistance efforts, training, resource activities, and ongoing implementation
of the CPM, ICC, and IHBS
Some Inspiration on Child WellBeing. . .
Keynote address by Dr. Stirling
Moving into the work. . .
Setting the stage for the Regional Breakout Sessions
Setting the stage for the regional
planning sessions
Synthesizing all that has been presented today
Current status of local implementation –
successes and concerns
Identify high-priority areas of regional concern &
begin problem – solving
Identify issues for statewide support and
Identify training and technical assistance needs
Regional Planning Sessions
Please proceed to your break out rooms
Bay – California Room
Central – Salon 1
Southern – Salon 2
Northern/Small – Salon 3
Welcome Back!
Have a seat for a BRIEF reflection on the regional breakout
Regional Report Out
Identification of common areas of concern
across regions
Identification of areas that might benefit from
training and technical assistance
Reflections: Ideas for moving the process
Next steps & closure
An online survey will be available for feedback
on the sessions, plus further clarification of
potential statewide training and technical
assistance needs
A workgroup will be formed to establish a
communication system for the Learning
Collaborative as a whole (statewide, interregion, intra-region)
Thank you so much for participating!
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